Writing with Foreshadowing

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This lesson was originally written for 4th graders

  • Read Class Two at the Zoo by Julia Jarman to the class
  • Discuss foreshadowing and look back at the story together and see how Mrs. Jarman uses foreshadowing in her story.
  • Tell the class that they're going to be writing a story with foreshadowing, but first we want to make sure we're experts on how to organize that in a story
  • Pass out the handout to the class and look at the major events of the story. Work together to add in the foreshadowing elements in detail boxes (see the teacher's guide)
  • Get ready to brainstorm your own stories. As a class think of all of the field trips you have been on, and choose one that the whole class will write about and use as their setting. You might even copy the story's title by naming your sotry Class 27 at the Mission.
  • Create a circle map together and brainstorm things that you saw on your field trip.
  • Have each student begin to construct their flow map. The first box should introduce their setting. The next three boxes should mention things that they saw on their trip.
  • The next box should introduce the problem. It has to be a problem that can be foreshadowed, and can be solved. Some students may be able to come up with original ideas (a rainstorm, a broken bus, a cranky teacher). Some students may need to stick with something more familiar, like a snake. Set paramaters for your students that are appropriate to them.
  • The next box should provide a solution
  • The last box can offer a piece of advice
  • Once students have their basic flow map it is time to go back and add elements of foreshadowing.
  • Take time to review the students' flow maps before they write. If the flow map is a mess, the story will be too!
  • Give students time to write their stories, being sure to stick to their flow maps. Remind them that in this lesson we are practicing our Organization, and they will be graded specifically on Organiztion.
  • At the end of their writing time give the students time to edit their own work. They may also have a partner proofread their work for simple mistakes.
  • Have the students trade papers and flow maps. Show the students how they can read their partner's story and follow their work on their flow map. As they read a story element they should be able to put a check next to the event on the flow map. When they are finished they may write a sentence or two to the author commenting on their Organization. Emphasize the need to be polite and provide some samples of feedback. (You did a great job with the Organization. Your writing followed your flow map perfectly! OR There were a couple of things that you put in your story out of order. The organization in your story was a bit confusing)
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